The Possibilities and Limitations of Authentic Assessment in Universal Pre-K Settings

• In Event: Universal Pre-Kindergarten in New York City: Implications for Policy and Practice in a Changing Landscape 

Abstract

Objectives
Increases in public funding for early childhood programs has intensified accountability efforts. As a result, teachers are asked to make use of authentic assessment systems, including Teaching Strategies Gold, the Work Sampling System, or High Scope’s Child Observation Record (COR) to systematically observe and record children’s growth and learning. Whereas these systems allow teachers to become more aware of children’s individuality, there are some inherent issues in defining development. This paper analyzes how Pre-K for All teachers perceive the costs and benefits of using these systems.

Theoretical Framework
We draw from reconceptualist ideas on early childhood to study the widespread adoption of authentic assessment systems in Pre-K settings. One concern is their strong alignment to standards or benchmarks that are premised on Eurocentric views of children that privilege certain cultural beliefs and practices over others, limiting the potential for cultural responsivity and inclusionary practices (e.g. Lubeck, 1998; Canella, 1997; Swadener & Kessler, 1992).

Methods
Multiple case studies are used to explore teachers’ perspectives and classroom practices through a qualitative lens. We conducted in-depth interviews with head and assistant teachers, program administration, and parents of children attending Pre-K for All. This paper uses data from conversations with 15 head teachers to shed light on what they know about the authentic assessment tools and how the assessment data enable or restrain pedagogical decision-making for highly diverse classrooms.

Results
Teachers are gaining proficiency in “assessment literacies” (Jones, 2003), and it is evident the heightened focus on observation and recording is helping them see children in a nuanced way. All the teachers brought up the fact assessment helps them “see where children are,” and supports them in identifying their range of abilities. The word “individualization” was repeated among participants. One teacher summed it up by stating it is, “[…] to understand what each individual child needs, individual child’s needs are, what areas of improvement they need to work on, how I can improve my […] teaching, and next steps for the future.”
While most teachers saw assessment in this way, it is important to keep in mind the standards are measures for growth are premised on universalized conceptions of children. Some teachers noticed the use of assessment systems could constrain their understanding(s) of children. As one teacher argued,
I feel like [TSG] it’s actually limiting in that it makes us… it makes us categorize the child. I mean, I know it has even the spaces in between but I feel like it should be dissected to such a fine point because you could put somebody on a blue space in between the two statements, but… you know, that’s your only option.

Scholarly Significance
We add to the literature on early childhood assessment, particularly as more public Pre-K programs are shifting their assessment strategies to incorporate computer-based or online programs. Our focus on teachers’ views and voices enables researchers and policy makers to see the impact on the lived experiences of people directly affected by recommended or mandated practices and on the educational experiences of young children.

Authors

• Lacey Elizabeth Peters, Hunter College - CUNY

• Sherryl B. Graves, Hunter College School of Education